<img src="https://d5nxst8fruw4z.cloudfront.net/atrk.gif?account=iA1Pi1a8Dy00ym" style="display:none" height="1" width="1" alt="" />
Skip Navigation

9.2: Investigating Special Triangles

Difficulty Level: At Grade Created by: CK-12
Turn In

This activity is intended to supplement Geometry, Chapter 8, Lesson 4.

ID: 7896

Time required: 45 minutes

Activity Overview

In this activity, students will investigate the properties of an isosceles triangle. Then students will construct a 306090 triangle and a 454590 'triangle to explore the ratios of the lengths of the sides.

Topic: Right Triangles & Trigonometric Ratios

  • Calculate the trigonometric ratios for 454590,606060 and 306090 triangles.

Teacher Preparation and Notes

This activity is designed to be used in a high school or middle school geometry classroom.

  • If needed, review or introduce the term median of a triangle. Any median of an equilateral triangle is also an altitude, angle bisector, and perpendicular bisector.
  • This activity is designed to be student-centered with the teacher acting as a facilitator while students work cooperatively.
  • The worksheet guides students through the main ideas of the activity and provides a place for students to record their work. You may wish to have the class record their answers on separate sheets of paper, or just use the questions posed to engage a class discussion.
  • To download Cabri Jr, go to http://www.education.ti.com/calculators/downloads/US/Software/Detail?id=258#.
  • To download the calculator files, go to http://www.education.ti.com/calculators/downloads/US/Activities/Detail?id=7896 and select EQUIL and ISOSC.

Associated Materials

Problem 1 – Investigation of Triangles

First, turn on your TI-84 and press APPS. Arrow down until you see Cabri Jr and press ENTER. Open the file ISOSC. This file has a triangle with an isosceles triangle with AB=AC.

Using the Perpendicular tool (ZOOM > Perp.), construct a perpendicular from point A to side BC. Label the point of intersection of this line with BC as D. To name the point, they need to select the Alph-Num tool (GRAPH > Alph-Num), select the point, and press x1 ENTER for the letter D.

Construct line segments BD and CD (WINDOW > Segment) and then measure the segments (GRAPH > Measure > D. & Length).

Would you have expected these segments to be equal in length?

Drag point C to see the effect on the lengths of the line segments. It appears that the perpendicular from the vertex always bisects the opposite side. Measure the angles BAD and CAD.

Will they always be equal?

Problem 2 – Investigation of 30-60-90 Triangles

Open the file EQUIL. Note that all three angles are 60 angles.

Construct the perpendicular from A to side BC. Label the point of intersection as D, like in Problem 1.

From the construction above, we know that D bisects BC and that mBAD=30.

Construct segment BD. We now have triangle BAD where mD=90,mB=60 and mA=30. We also have triangle ACD where mA=30,mC=60 and mD=90.

This completes the construction of two 306090 triangles. We will work only with the triangle BAD.

You may choose to have the students hide the segments AC and CD. To do this, construct segments BD and AB on top of the larger triangle. Then hide the original triangle. Keep the point C. We will need that point later to resize the triangle.

Measure the three sides of the triangle.

Press GRAPH and select the Calculate tool. Click on the length of BD, then on the length of AB. Press the ÷ key. Students will see the result 0.5. Move it to the upper corner. Repeat this step to find the ratio of AD:AB and AD:BD. These ratios will become important when you start working with trigonometry.

Drag point C to another location.

What do you notice about the three ratios?

Problem 3 – Investigation of 45-45-90 Triangles

Press the Y= button and select New to open a new document.

To begin the construction of the 454590 triangle, construct line segment AB and a perpendicular to AB at A.

Use the compass tool with center A and radius AB. The circle will intersect the perpendicular line at C.

Hide the circle and construct segments AC and \begin{align*}BC\end{align*}.

Can you explain why \begin{align*}AB = AC\end{align*} and why angle \begin{align*}ACB = \end{align*} angle \begin{align*}ABC\end{align*}?

Why are these two angles \begin{align*}45^\circ\end{align*} each?

Students should notice that the two angles must be equal, and angle \begin{align*}A\end{align*} is \begin{align*}90^\circ\end{align*}. Therefore, because the sum of the angles in a triangle is \begin{align*}180^\circ\end{align*}, the two angles must be \begin{align*}45^\circ\end{align*} each.

Measure the sides of the triangle. This verifies that \begin{align*}AB = AC\end{align*}.

Use the CALCULATE tool to find the ratio of \begin{align*}AC:BC\end{align*} and \begin{align*}AC:AB\end{align*}. Once again, these ratios will be important when you study trigonometry.

Drag point \begin{align*}B\end{align*} and observe what happens to the sides and ratios.

Why do the ratios remain constant while the sides change?

Students should notice that \begin{align*}AC\end{align*} and \begin{align*}AB\end{align*} are equal, so the ratios will always remain the same.

Notes/Highlights Having trouble? Report an issue.

Color Highlighted Text Notes
Please to create your own Highlights / Notes
Show More

Image Attributions

Show Hide Details
Date Created:
Feb 23, 2012
Last Modified:
Nov 03, 2014
Files can only be attached to the latest version of section
Please wait...
Please wait...
Image Detail
Sizes: Medium | Original